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What's the Story with Storytime?: An Examination of Preschool Teachers' Drama-Based and Shared Reading Practices during Picturebook Read-Aloud
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Annette C. Schmidt; Melissa Pierce-Rivera; Lauren van Huisstede; Scott C. Marley; Katie A. Bernstein; Jenny Millinger; Michael F. Kelley; M. Adelaida Restrepo – Early Childhood Education Journal, 2024
Preschool picturebook read-alouds have the power to capture the attention of young students by providing an immersive experience that stimulates imagination while addressing learning objectives. The instructional strategies or practices that teachers use during picturebook read-alouds impact student engagement with the story and narrative…
Descriptors: Picture Books, Reading Aloud to Others, Oral Reading, Preschool Teachers
COLLTS: A Promising Interactive Read-Aloud Intervention for Three-Year-Old Dual-Language Learners
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Diane L. August; Coleen D. Carlson; Christopher D. Barr; Rebecca Bergey – Early Childhood Education Journal, 2024
The goal of this pilot study was to test a bilingual interactive read-aloud intervention designed to develop the oral language proficiency of three-year-old dual language learners (DLLs). The eight-week intervention--Cultivating Oral Language and Literacy Talent in Students (COLLTS)--was aligned with the Head Start Early Learning Outcomes…
Descriptors: Early Reading, Reading Achievement, Reading Skills, Preschool Children
Schools and Families of Early Learners Collaborating to Support at Home Read Alouds
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Charlene Cobb; Camille L. Z. Blachowicz – Reading Teacher, 2024
Question asked in a preschool/primary teacher PD session on read-alouds: "After our Family Night presentation on home read-alouds, we got so many questions from families and caretakers. How can we give follow-up support?" This teaching guide suggests three simple ideas for supporting parent home-read-alouds with preschool, kindergarten,…
Descriptors: Oral Reading, Preschool Education, Kindergarten, Grade 1
The Promise of Refutation Texts for Science and Literacy Learning in the Primary Grades: A Descriptive Study of Extratextual Talk during the Read-Aloud
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Kristin E. Burger – ProQuest LLC, 2024
Knowledge supports all aspects of reading including decoding, fluency, and comprehension (Cervetti & Hiebert, 2015; Cervetti & Wright, 2020; Duke & Cartwright, 2021; Kintsch, 1988, 1988; McNamara & Kintsch, 1996; Priebe et al., 2012). Early knowledge predicts reading growth, and science knowledge and reading have a mutually…
Descriptors: Knowledge Level, Kindergarten, Grade 1, Preschool Teachers